FY16 NM PreK Program Plans Guidance
For Coordinators and Program Administrators
PreK Programs must develop Program plans that cover the following five areas.
 Special Education Program Policies and Procedures
 Family Engagement (For PED, this includes recruitment, registration, enrollment and
attendance)
 Transition: Entering PreK and Exiting to Kindergarten
 Professional Development of Staff
 Transportation (if applicable)
All plans, except Professional Development Plans, will be submitted to your state PreK program
monitor. Coordinators must ensure that staff are fully aware of each plan and are also following
them. Professional Development Plans will be reviewed on-site by state staff during your annual
monitoring visit.
The questions below provide direction as to what must be included in the plans. Please develop
the plans in a narrative form that will be useful to your staff and families. For example, you
may create a brochure that is useful to families, or include this information as a PreK section in
your school or program family handbook. Do not simply answer the questions.
I. Special Education Program Plan: This plan must be PreK-specific; it is not the school
districts’ general special education plan.
Assessment of children’s educational needs is an ongoing process of collecting
information from multiple sources using varied approaches and should be used to
plan for and modify program curricula and to address specific needs of individual
children.
Program Standard VI-a
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PreK Screening and Referral procedure:
All children must be assessed with a developmental screening instrument that includes a
social-emotional component prior to the 3rd month of attendance. Screening results
must be shared with the parent no later than the next scheduled parent-teacher
conference. As a result of this developmental screening, teacher or ancillary staff
observation, or parent request, a child may be referred for further assessment, which
may or may not result in an Individual Education Program (IEP).
 Describe your process for ensuring that all children are screened
 How and when are results communicated with parents? PreK requires that results are
share no later than the next scheduled family-teacher conference.
 How does the teacher use screening results in lesson planning?
 If an area of possible delay is noted, what are the next steps?
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How do you link with your school district’s Child Find?
Who determines if a referral is to be made to the school district’s special education
department? How are parents involved?
How does the PreK staff participate in the child’s evaluation? (i.e., accompanying
him/her to testing, supplying anecdotal records, teacher interview, etc.)
How is the parent supported during this process?
If an IEP is required, what PreK staff attends the IEP meeting?
How do teachers support the child and incorporate his/her IEP goals in the
classroom?
When and how does PreK staff interact with special education staff to discuss the
child’s goals, progress and support strategies?
PreK programs are knowledgeable of and link with systems within communities
that provide all children with access to comprehensive services that are
predictive of school success.
Program Standard I-c
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Supporting a child who enters PreK with an IEP. NM PreK encourages programs to create
inclusive environments. Some children with identified disabilities or delays may be placed
in the PreK classroom as the “least restrictive environment”. For PED programs, children
with IEPs are funded for preschool services in the same manner as any PreK student.
Special accommodations and therapies required in the child’s IEP are funded by the
school district’s special education department. For CYFD programs, children with an IEP
can be part of your Pre-K enrollment. However, special education services may be
provided at the child’s public school site. If possible, these ancillary services should be
scheduled during wrap-around time. Your plan should indicate how you will:
 Support and welcome the child and his/her family. What transition activities help the
child/family to adjust to NM PreK?
 Ensure that both special education and NM PreK child-staff ratios are maintained
 Indicate how will the PreK teacher and the special education teacher work together
to complete the child’s assessment? The New Mexico PreK Child Observational
Assessment is an approved assessment for children with IEPs. The initial assessment
for children with IEP must be completed within 30 days of the child’s enrollment and
again in six months.
 Work with the school district special education department to ensure that services
are provided as required by the child’s IEP.
 Provide time to for the NM PreK teacher to meet regularly with any special education
staff serving the child to plan appropriate activities, discuss child progress, and
develop curriculum modifications to address the child’s specific needs.
 Provide for confidentiality in listing modifications on the NM PreK Lesson Plan.
 Include the child’s NM PreK teacher in IEP meetings to provide input about the child’s
present level of academic and social functioning.
Work with the district special education department to ensure that PreK staff have
necessary and appropriate training to facilitate meeting the child’s needs
Please remember that special education is a service, not a place.
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II. Family Engagement Plan:
Each program implements research-based early childhood education practice
based upon child, family, and community needs at no cost to the child or parents.
Program Standard IV-a
Please note that CYFD programs will complete a separate Recruitment, Prioritization and
Enrollment,
and
Attendance
Plan.
Guidance
is
available
at
https://www.newmexicoprek.org/Docs/PreKMaterials2015_2016/Recruitment%20Enrollment%2
0Attendance%20Plan.docx PED programs will include this information in their Family
Engagement Plan. Your plan should contain at least the following:
 How will parents be informed about the availability of their local PreK program?
Include how children will be recruited, selected and enrolled through a process that
assures equal access and meets priorities for enrollment. For PED programs, how
will you ensure that classrooms are fully enrolled and all information is entered into
the PreK database by September 15?
 How do you prioritize enrollment? For PED programs that supplement PreK funding
with Title 1 funds, how do you ensure compliance with federal requirements for
enrollment?
 What is your attendance policy?
 What ways do you engage/involve parents and families? Ex: family bulletin board,
monthly newsletter, flyers, and information about community events, workshops,
family events, opportunities to share talents, volunteer in class or on a field trip, etc.
 Provide a copy of your parent handbook (or for PED programs, the PreK section of the
school or district handbook).
 PreK programs must provide at least 90 hours of family engagement activities.
Provide dates and information for the following required activities:
a. At least one home visit, early in the year (print the NM PreK Home Visit form
from the NM Pre-K website under “Materials”). For PED programs, the home
visit should occur prior to the child’s first day of attendance.
b. Three Family-Teacher Conferences that coincide with the child assessment
cycle, which may be different from the elementary school’s conference
schedule. PED programs must complete the Family-Teacher Summary report
for all three conferences.
c. Explain how the Family-Teacher Conferences are conducted. For example, list
materials and information that will be shared with families. Ensure that the
conferences coincide with the PreK Child Observational Assessment cycle,
d. Describe the planned PreK-specific parent meetings. At a minimum, each
program must hold one in the fall as an introduction to the program and the
child assessment and one in the spring for transition information.
 A calendar or monthly list of dates for family and parent activities.
 Describe ways the program supports parents as their child’s first teacher. Ex:
parenting classes, lending library.
 Provide background check requirements.
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How parents are made aware of your open door policy?
How will parent materials (from the NM PreK website) be shared with families?
How will you ensure confidentiality of child and family information?
This information should be presented to parents at the beginning of the year either during
the home visit, an open house, or an orientation. Respectfully explain to parents and
families the importance of their involvement with their child during PreK.
III. Transition Plan:
PreK program staff and families collaborate to ensure smooth transitions for children
as they move between settings, between levels or grades, or from program to program.
Program Standard I-e
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There must be a written policy regarding transition into PreK and from PreK
a. The policy will reflect the individual communities and children served.
b. The policy will show how you ensure connections with the previous service
agency for a child with an IEP.
Procedures should include a series of transition activities.
a. Activities should include families as well as children (Ex: Ice cream social to
welcome new PreK families; postcards to incoming children, home visits before
school starts, family night with elementary school personnel presenting their
school and kindergarten programs to parents; meet the kindergarten teacher
event)
b. Procedures should reflect collaboration with the kindergarten teachers
receiving children. Ex: Joint trainings, parent meetings, literacy nights, field
trips
c. How/when are child portfolios and child assessment data shared with
kindergarten teachers?
d. Note the schedule of kindergarten and school visits
How will you ensure the student unique identification number follows the child?
IV. Professional Development:
Professional staff are appropriately qualified to work with young children and families.
This includes professional preparation, training, and experience.
Program Standard II-a
PreK Teaching Staff:
The Professional Development Plan should include the following:
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How will the administrator ensure that all staff follow the NAEYC Code of Ethics?
How will the administrator ensure that all PreK program teachers and educational
assistants, including the PED or CYFD-approved long-term substitutes, attend all
required PreK trainings?
 How will the administrator ensure that all PreK program teachers, educational
assistants, and administrators fully participate in the consultant model of jobembedded professional development?
 How will the administrator ensure that all program staff have an individual current
professional development plan (PDP) with specific professional goals and timelines
related to the PreK program standards? Staff must document ongoing activities to
increase knowledge, specialization, and qualifications in early childhood education,
individualization, and family support. For PED programs, this information will be
reviewed at the monitoring visit. Please do not mail in your plan for professional
development. If the staff member does not meet the NM PreK degree and/or
licensure requirements, the PDP must include how and when the staff member will
complete these requirements:
a. The teacher in each of the PED PreK program classroom must have the New
Mexico Early Childhood Teacher License: Birth through Third Grade or the New
Mexico Early Childhood Teacher License: Age Three through Grade Three. If a
teacher does not hold one of these early childhood teacher licenses, but does hold
a K–8 Elementary License and/or a Special Education License, he/she must provide
evidence of successful completion of a minimum of six college credits annually
toward one of the two early childhood licenses. Every PreK class must be staffed
by a licensed teacher.
b. Educational assistants in each of the PED PreK program classroom must have an
Associate’s degree in Early Childhood Education and hold the Educational Assistant
License from the PED. Any educational assistant who does not currently possess
an AA in early childhood education must provide evidence of completion of a
minimum of six college credit hours towards the degree annually.
c. The teacher in each CYFD PreK program classroom must have or be taking credit–
bearing college course work toward a Bachelor’s degree in Early Childhood
Education which may qualify them for the New Mexico Early Childhood Teacher
License: Birth through Third Grade or the New Mexico Early Childhood Teacher
License: Age three through grade three. Must provide evidence of completion of a
minimum of six college credit hours towards the degree annually.
d. Educational assistants in each CYFD PreK program classroom must have or be
taking credit-bearing college course work toward an Associate’s degree in Early
Childhood Education which qualifies them for the Associate of Early Education
Certificate from the Office of Child Development. Must provide evidence of
completion of a minimum of six college credit hours towards the degree annually.
An in-service training/staff meeting calendar
Any proposed early childhood conference attendance (For PED, the conference must be
in-state if using any PreK funding)
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PreK Administrators and Coordinators:
Those responsible for on-site supervision of Pre-K programs should have early
childhood knowledge and experience and ensure staff compliance with Pre-K program
contractual obligations.
Program Standard II-c
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All PED administrators, PreK Coordinators or District-based Consultants must have
training/experience in early childhood and possess a valid NM PreK-12 Administrators
License or a valid New Mexico Level 250 Early Childhood Teacher License: Birth through
Third Grade and provide evidence of early childhood teaching and/or administrative
experience.
 All CYFD PreK program administrators must have a Professional Development Plan that
includes taking credit-bearing college course work in early childhood education and in
the administration of early childhood education programs. PreK program administrators
must demonstrate continual progress toward meeting a Professional Development Plan
within an approved time frame.
V. Transportation Plan:
While school districts have established transportation policies and procedures, the PreK
Transportation Plan should reflect the unique needs of PreK children traveling on school buses.
Preschool-aged children need more specific planning to establish routine and ensure safety. The
following are suggested items to include in your plan. Note: All PED PreK programs must use
school buses. Vans may be used in CYFD programs only.
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How do you inform parents of their responsibilities in regards to the transportation of
their children? Ex: Ensuring that an adult is waiting to meet the child at drop-off; how long
the bus will wait if they are running late; snow delays, etc.
Do parents sign a permission slip for their child’s transportation to and from school?
Where is it kept?
Do you have a separate emergency card that stays with the bus/van at all times? How
often are these cards updated? Does the card include the names of adults authorized to
pick-up the child from the bus/van?
What rules must the bus/van driver follow (beyond the MVD and DOT rules) and are they
required to sign an acknowledgement of these rules? For example, who are they allowed
or not allowed to transport, cell phone use, etc.
What kind of paperwork must be in the bus/van at all times? Ex: medical releases for
passengers, accident reporting forms, maintenance booklet, attendance sheets, insurance
card, current registration, etc.
Do the children ride with other grade levels or on a separate bus/van?
Do the buses have child restraints?
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Do adult bus assistants/monitors ride with the children?
Are children escorted to and from the bus/van daily? Is attendance recorded as children
get on and off? By whom?
Are buses/vans marked in any special way to help children gain independence?
Do you schedule a bus/van evacuation practice for staff and children?
What are your rules for field trip transportation?
How often are buses/vans inspected for safety?
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